1. Designing powerful learning environments and practical theories The knowledge integration environment Bat-Sheva Eylon, The Science Teaching Department, Weizmann Institute of Science, Rehovot; 76100, Israel 報告者：楊美菁 2004/1/5

2. Introduction The gap between theory and practice Difference context Generalizing research results Research offer partial solution The difficulty of implementing change The insufficient cooperation and communication Long-term cumulative research Bridging the gap

3. Introduction (Cont.) Knowledge Integration Environment (KIE) Partnership Science educators, scientists, technologists and classroom teachers Design Learning environment & activities for learning science Long-term cumulative research (over 15 years) Foster knowledge integration in science learning Guided by the SKI (Scaffolded Knowledge Integration) framework Make thinking visible

4. Methodology for advancing practice and practical theory Classroom research Design experiments & learning studies Refinement of the framework Repeated cycle of research and development Greeno (1996) review of ‘cognition and learning’ Reforming practices requires transformations of people’s understanding of principles The theoretically oriented research can assist in identify principles

5. Promoting knowledge integration and lifelong learning in science learning Designing and assessing science learning Low achievement on the TIMMS test Problem-solving skill,concepts about the nature of science, higher thinking skills KIE Multiple resource (scientific, personal, internet) Integrate knowledge by helping students develop judging and using information

6. Promoting knowledge integration and lifelong learning in science learning (Cont.) Goals can be achieved The improvement of conceptual knowledge and enriching its context of application The acquisition of thinking capabilities The disposition to continue beyond the classroom The creation of mental habits The mastery of detailed skills necessary for judging evidence The development of views about the nature of science and learning How to develop autonomy? Scaffolding Modelling: open the horizons

7. Promoting knowledge integration and lifelong learning in science learning (Cont.) Bell and Linn (2000) Use of the SenseMaker software for constructing arguments Scaffold: Create new frames and improvement their arguments Led to more autonomous behavior What is the best context to teach critical thinking? Content-free context Disciplinary studies KIE Disciplinary knowledge: science classroom Content free: general tools Goal: To know when you do not know

8. Summary These design experiments is the articulation of principle to guide future curriculum and software design The tailoring of the principles, needs to be done by using a research and development approach similar to that of KIE.